Involvement in Transition Planning Meetings Among High School Students With Autism Spectrum Disorders
Involvement in Transition Planning Meetings Among High School Students With Autism Spectrum Disorders
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DOI：
10.1177/0022466913475668
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发表时间：
2014-02-01
影响因子：
2
通讯作者：
Hodapp, Robert M.
中科院分区：
文献类型：
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作者：
Griffin, Megan M.;Taylor, Julie Lounds;Hodapp, Robert M.
虽然患有自闭症谱系障碍（ASD）的学生最不可能参加和参与过渡计划会议，但对与他们参与有关的因素知之甚少。使用国家数据集，我们进行了回归分析，以确定320名ASD青年参与的预测因素。出席积极相关的表达语言技能更高，更大的时间花在普通教育，更频繁地讨论在家里的毕业后的计划。出席率呈负相关，更大的家长参与在学校。积极参与的学生表现出更高的自我宣传能力，花更多的时间在普通教育，更经常讨论在家里的课后计划。活跃的参与者也更有可能是年轻人和白人。研究和实践的影响进行了讨论。
Although students with autism spectrum disorders (ASD) are least likely to attend and participate in transition planning meetings, little is known about factors related to their involvement. Using a national data set, we conducted regressions to identify predictors of the involvement of 320 youth with ASD. Attendance positively related to higher expressive language skills, greater time spent in general education, and more frequent discussions about postschool plans at home. Attendance negatively related to greater parent involvement at school. Active participation was shown by students who had higher self-advocacy skills, spent more time in general education, and more often discussed postschool plans at home. Active participants were also more likely to be younger and Caucasian. Implications for research and practice are discussed.